DETROIT PUBLIC SCHOOLS COMMUNITY DISTRICT
Board of Education
Honorable Dr. Iris Taylor
President
Thurgood Marshall Elementary School
15531 Linwood Street
Detroit, Michigan 48238-1465
Honorable Angelique Peterson-Mayberry
Vice President
Honorable Sonya Mays
Treasurer
2015-2016 Annual Education Report (AER) Cover Letter
Honorable Misha Stallworth
Secretary
Honorable Dr. Deborah Hunter-Harvill
Member
Honorable Georgia Lemmons
Member
Honorable LaMar Lemmons
Member
Alycia Meriweather
Interim Superintendent
Nekeya Irby
Senior Executive Director of Curriculum,
Instruction and Accountability
Leenet Campbell-Williams
Network 1 (Priority Schools)
Rebeca Luna
Network 2
Brenda Belcher
Network 3
Alvin Wood
Senior Executive Director of
School Support
March 13, 2017
Dear Parents and Community Members:
We are pleased to present you with the Annual Education Report
(AER) which provides key information on the 2015-16 educational
progress for the Thurgood Marshall Elementary School. The AER
addresses the complex reporting information required by federal and
state laws. The school’s report contains information about student
assessment, accountability, and teacher quality. If you have any
questions about the AER, please contact Sharon Lee, Principal at
(313) 494-8820 for assistance.
The AER is available for you to review electronically by visiting the
District’s website http://detroitk12.org/aer, the school’s website at
http://detroitk12.org/schools/marshall/ or the MiSchool Data website
at https://goo.gl/J6qR3i. You may review a copy in the main office at
your child’s school or in the Parent Resource Room at Detroit
Collegiate Preparatory High School at Northwestern, 2200 W. Grand
Boulevard, Detroit, Michigan.
For the 2016-17 year, no new Priority or Focus schools were named;
some Priority or Focus schools did exit their status because they met
the exit criteria. New Reward schools were identified using school
rankings and Beating the Odds information. A Focus school is one that
has a large achievement gap between the highest and lowest
achieving 30% of schools. A Priority school is one whose achievement
and growth is in the lowest 5% of all schools in the state. A Reward
school is one that has achieved one or more of the following
distinctions: top 5% of schools on the Top-to-Bottom School Rankings,
top 5% of schools making the greatest gains in achievement
cMcD:1.23.2017
(improvement metric), or “Beating the Odds” by outperforming the school’s predicted ranking
and/or similar schools. Some schools are not identified with any of these labels. In these cases,
no label is given. Our school was identified as a Priority school.
The key challenges for our school are as follows:
We did not meet the 90% attendance rate goal.
The attendance rate for the All Students subgroup is 84.22%.
We did not test 95% of our students.
Only 92.71% of the All Students; 93.38% of the African American; 92.15% of the
Economically Disadvantaged and 95.79% of the Students with Disabilities subgroups
were assessed in mathematics.
Only 88.99% of the All Students; 88.99% of the African American and 89.25% of the
Economically Disadvantaged subgroups were assessed in social studies.
We did not attain Differentiated target achievement goals for all subgroups of students in
English Language Arts.
Only 1.14% of the Bottom 30% subgroup met the Differentiated target in English
Langauge Arts.
We did not attain Differentiated target achievement goals for all subgroups of students in
mathematics.
Only 2.35% of All Students subgroup met the Differentiated target in mathematics.
We did not attain Differentiated target achievement goals for all subgroups of students in
science.
Only 8.74% of the All Students 0.00% of the Bottom 30% and 8.82% of the African
American and 7.95% of the Economically Disadvantaged subgroups met the
Differentiated target in science.
We did not attain Differentiated target achievement goals for all subgroups of students in
social studies.
Only 10.53% of the All Students; 0.00% of the Bottom 30%; 10.53% of the African
American and 10.94% of the Economically Disadvantaged subgroups met the
Differentiated target in social studies.
We are actively working to address our Michigan School Scorecard issues, accelerate student
achievement and close persistent gaps in achievement by implementing the following key
initiatives:
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English Language Arts: Increase reading comprehension by utilizing differentiated
instructional strategies, which incorporates tier/ability level placement that will provide
resources need to meet students individual learning needs. School/District/State data will be
used to create learning groups, plan lessons and provide adequate resources for effective
instruction/learning of language arts, reading comprehension and writing.
Mathematics/ Science: Increase differentiated instructional practices and hands-on inquiry
based learning using resources such as Discovery Education, Accelerated Math programs,
Project Based-Learning Activities, and various manipulatives to address the specific strands
being addressed in each content area.
Social Studies: Starting in September of the 2016-17 school year there will be an increase the
use of Interactive instructional/learning practices that focus on students tying historical social
studies with current world events along with placing a major focus on real life events that
shape how our country/world is governed through the use of field trips, virtual trips and
research of real world events through the use of educational technology programs, role play
activities and historical movies, just to name a few.
Attendance Rate: We will provide students with attendance incentives such as award
certificates, activities such as free dress day, movie day, pizza parties, ice cream socials or basic
gift bags to celebrate perfect attendance. Assemblies and parent meetings discussing the
importance of maintaining good attendance will occur at a minimum of twice a year to insure
that parents are informed of the benefits of their child being present in school on a consistent
basis. We will increase attendance one week at a time. By the end of the 1 st quarter student
attendance will be at 88% and reach 90% by the second quarter through the implementation of
the programs/activities mentioned.
Parent Involvement
In order to increase parent involvement monthly meetings will be held, setting up events such
as Family Fun nights (Curriculum Based), help your child in school day, parent/child breakfast,
along with training parents how to monitor the academic progress of their child through the
use of Parent Portal will be provided. Incentives will be provided for parents that participate in
any school activity with their child. There will be an increase of communication with parents
through the use of emails, newsletters, Robo-calls, phone calls, and text messages in which
positive feedback will be provided on a regular basis.
State law requires that we also report additional information.
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Process for Assigning Pupils to the Schools
Open Enrollment Initiative
Detroit Public Schools Community District has an “Open Enrollment Initiative.” This initiative
allows students to elect to attend any Detroit Public School Community District school without
being required to live within the boundary for that school. The “Open Enrollment Initiative”
does not apply to the Examination High Schools or Application Schools. Parents may enroll their
child(ren) in the school of their interest as long as the school has not reached capacity for their
particular grade. Enrollment preference is given to students who live within the boundary of a
school. It should also be noted that transportation will not be provided for students who select
a school outside of the boundary of their home school. “Open Enrollment Initiative” resources
can be found on our website at: http://detroitk12.org/resources/prospective_students/
Application Schools
Detroit Public Schools Community District has twenty-two (22) schools that require an
application for enrollment. Families can apply during the application process window.
Applications are open to families of current Detroit Public Schools Community District students
as well as those newly enrolling or attending school elsewhere. The District uses one
application for its Application Schools. Please note requirements on the application for
submission of report cards, test data, transcripts, essay and Grade Point Average information.
Schools also may have other individual entry requirements. Be prepared to provide behavior
reports.
Examination High Schools
During the Examination High Schools application window, all 8th grade students attending
public and non-public schools are eligible to apply for admission to the 9th grade at Cass
Technical High School, Renaissance High School and Martin Luther King, Jr. Senior High School’s
Mathematics, Science and Applied Technology (MSAT) and Center for International Studies and
Commerce programs. Residency is not required. During the beginning of the school year,
students must complete and submit an application to take the placement examination.
An application is available at:




All Detroit Public Libraries
All Detroit Public Schools Community District’s Middle Schools
Detroit Public Schools Community Districts’ Parent Resource Centers
Detroit Public Schools Community District Research and Assessment Office located in
the Support Services Complex Building A - 1425 East Warren Avenue
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Examination High Schools (Continued)
Students must submit an application to be eligible to take the examination. Completed
applications and all required documents must be submitted to the student’s current school or
the Detroit Public Schools’ Office of Research and Assessment. Detroit Public Schools
Community Districts’ students who submit an application will test at their middle school. NonDetroit Public Schools Community Districts’ students who submit an application will be notified
of their testing date and location by mail. Applications may be mailed.
School Improvement Status
School Year
School Improvement Status
2015-2016
Priority
2014-2015
N/A
We will continue to work towards meeting our School Improvement Plan goals in English
Language Arts, mathematics, science and social studies. Research-based strategies,
comprehensive data analyses and data driven decision-making drives our school improvement
efforts.
Detroit Public School Community District’s Core Curriculum
Detroit Public School Community
District’s Academic Plan will provide
guidance to align all resources in the
interest of student achievement and
support. Consistent with the Academic
Plan is an aggressive plan designed to
accelerate the rate of student
achievement and to ensure that
students graduate with the academic
and social skills necessary for success in
college and the workplace. The plan is
organized around five Pillars of
Excellence.
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Pillar 1: Literacy
Provide a continuum of learning, enabling individuals to acheive
their goals, to develop their knowledge and potential, and to
participate fully in their community and wider society.
Pillar 2: Career Pathways
Provide students with a context for studying traditional
academics and learning the skills psecific to a career.
Pillar 3: Innovation
Create a shift in mindset to ensure staff is encouraged to: be
flexible; try something new, and explore new ways of thinking.
Pillar 4: Family & Community
Enhance and enrich positive relationships for all stakeholders.
Pillar 5: Wrap Around Services
Ensure every student received appropriate support to elevate
their social, emotional, and academic performance.
Access to the Core Curriculum
The instructional strategies and grade level expectations are aligned to the Michigan
Department of Education standards (science and social studies) and Common Core State
Standards (mathematics and English language arts). This represents the core curriculum for
Detroit Public Schools Community District which is supported by the texts, materials, computer
software and other school level resources used daily in the classrooms. All of the professional
development activities are aligned to the core curriculum and/or standards.
The
implementation is a process delineated in the District Academic Plan at:
(http://detroitk12.org/content/wp-content/uploads/2016/11/ACADEMIC-PLAN-ExecutiveSummary-FINAL-2.pdf). This plan serves as the framework for each school’s academic
achievement plan. The frequent monitoring of the implementation of these plans are
conducted by the school diagnostic visits, review of the benchmark assessments, use of the
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Access to the Core Curriculum (Continued)
teacher evaluation tool and adherence to the pacing calendar. The public may access the core
curriculum via our public website www.detroitk12.org and then click on the link to the
individual academic offices.
Parents/Guardians are offered classes through Parent University to increase parenting skills,
early childhood literacy, adult literacy and GED. During the school year, the Parent Resource
Centers are a valuable resource that allow parents and other community members to
participate in regular and on-going informational and participatory sessions focused on
curriculum and instruction. The Detroit Public Schools Community District Hub, Web up-dates
and semi-annual progress reports are a means to disseminate achievement information to
educators.
Student Achievement Results
Aggregate Student Achievement Results and Detroit Public Schools Community District’s
Quarterly NWEA~MAP Reading and Mathematics reports for our school can be found in the
Resources section of our school’s website at http://detroitk12.org/schools/marshall/. The
following reports are available on the Detroit Public Schools Community Districts’ web page at
the Research, Evaluation and Assessment site at http://detroitk12.org/data/rea/:
Parent-Teacher Conferences (Interactions)
School Year
Total Parent
Interactions
Percent
2015-2016
319
23.3%
2014-2015
525
42.3%
The Detroit Public Schools Community Districts’ Office of Research and Assessment has
developed a data collection system which has enabled the District to comply with the Annual
Education Report criteria of identifying the number and percent of students represented by
parents at Parent-Teacher Conferences (PTC).
1.0
Data from the PTC Forms represent “parent interactions” with teachers, per
school, per card marking.
2.0
Parent Interaction Definition: During Parent-Teacher Conferences (and in some
instances school open houses) Schools/Teachers are advised to have each parent
participant provide a parent signature-a parent may not sign for a student if they
did not talk about that student.
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Parent-Teacher Conferences (Interactions) (Continued):
3.0
Some Detroit Public Schools Community District had a very high percentage of
reported parent interactions. This may be due to a number of reasons. In at
least two (2) instances, the calculated percentages are in excess of 100%. In
each instance, each of these two (2) schools may have experienced a large
parent turnout at each of the required conferences. If during each conference,
one (1) parent with two (2) students enrolled in the school visited three (3)
teachers for each of their two (2) students, this would count as six (6) parent
interactions, thus increasing the base number and resulting percentage.
We would like to wish our students, parents, community and staff a successful year.
Sincerely,
Sharon Lee, Principal
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